This study presents the first comprehensive dual-database bibliometric analysis of game-based learning research, investigating its evolution between 2015 and 2024 through analysis of 34,125 documents from Scopus (18,487) and Web of Science (WoS) (15,638) using advanced visualization techniques. The findings reveal consistent field expansion with notable database variations: Scopus demonstrates steady growth while WoS experienced a significant 2020 decline. Citation analysis shows a higher impact on 2015-2018 studies, with Hwang, G. J. as the most influential author and “Computers and Education” as the top journal. Co-keyword analysis reveals distinct conceptual structures—Scopus exhibits two clusters (human-centered studies and game-based learning/serious games) versus three in WoS (education-motivation, health-rehabilitation, technology-design). Thematic analysis demonstrates that game-based learning, serious games, and virtual reality occupy different maturity positions across databases, indicating varied theoretical consolidation. Collaboration networks show US, China, and European dominance, with weaker ties involving developing countries. These findings provide critical insights for educational policymakers and curriculum designers, identifying research clusters to guide targeted funding, collaboration gaps requiring international partnerships, and evidence-based guidance on established versus emerging game-based learning approaches. The dual-database methodology offers comprehensive research landscape mapping that supports strategic decisions in educational technology implementation and research prioritization.

This study aimed to describe the profile of professional collaboration among students in teacher-education programmes and to examine whether readiness for further collaboration is associated with prior experience. The work was conducted within a university grant of Abai Kazakh National Pedagogical University and implemented as a descriptive–comparative study based on a posttest cross-sectional snapshot with no baseline measurement. Data were collected via Google Forms from 91 students of the Department of Primary Education (Years 1–4). The questionnaire covered collaboration experience (yes/no), frequency of participation in joint projects, perceived value of collaboration (1–5), perceived impact on the learning experience, readiness to participate in joint research/projects in the future (1–5), and open-ended questions on motivations, barriers, and expected university support. Prior collaboration experience was reported by 40.7% of respondents; participation was predominantly irregular (48.4% “never”, 44.0% “rarely”). Perceived value was high (M = 4.05, SD = 1.15; Me = 4), and most respondents reported a positive contribution to their learning experience (75.8%). Readiness for future participation was moderately high (levels 4–5: 52.7%). A Mann–Whitney test indicated higher readiness among students with prior collaboration experience (U = 1288, p = 0.016, r = 0.29). Thematic grouping of open-ended responses showed that knowledge sharing and mutual support were the dominant motivations, while organisational/time and communication barriers were most frequently mentioned; the most commonly requested support measures included regular joint events and support for student communities. Findings are interpreted as a descriptive snapshot rather than causal evidence. The results may inform the design of facilitated collaboration formats and subsequent monitoring of student readiness.

Modular learning (ML) provides flexibility in the educational process, supports individualized learning, and emphasizes the practical competencies of future educators. This study assessed the impact of ML on the effectiveness of training future educators to develop algorithmic skills (AS) in preschool children. The study employed a quantitative approach using an experimental design. A total of 320 students were selected from Abai Kazakh National Pedagogical University. The assignment procedure was randomized within each program to ensure a balanced distribution of participants across groups. Results indicated that the experimental group (EG) demonstrated significant improvements in professional competencies, confidence in applying AS, and practical skills. Differences between the experimental and control groups (CG) were statistically significant across all measures (p<0.001). The findings confirm that a ML approach, combining theory, practice, and reflection, effectively enhances the readiness of future preschool teachers to foster algorithmic thinking in children. These results highlight the efficacy of ML for improving teacher training programs and suggest its applicability in diverse educational contexts.

This study aimed to assess the impact of a business-oriented educational course on the development of key components of entrepreneurial thinking among pre-service primary school teachers. The research involved 220 students from M. Dulati Taraz University. A pre-test/post-test design was used with an author-developed questionnaire. Entrepreneurial thinking was assessed both before and immediately after the course. Statistical analysis revealed a significant increase in the overall level of entrepreneurial thinking and its key components, including initiative, creativity, risk-taking, result orientation, and persistence. The course featured innovative teaching methods such as project-based learning, case studies, and business games, and was offered as an elective module on an experimental educational platform. The findings are consistent with international research, highlighting the importance of integrating entrepreneurial thinking into teacher training to enhance professional preparedness. These findings can help shape modern educational programs in Kazakhstan and the countries of the Commonwealth of Independent States, in line with global trends and the challenges of the 21st century.

The study focuses on the development of communicative skills in preschoolers within the educational environment. The aim is to identify effective pedagogical conditions and methods that contribute to the formation of speech activity and social interaction in children. A mixed methodological approach was applied, incorporating both qualitative and quantitative methods. Diagnostic tools included methodologies by M. I. Lisina, O. V. Dybinа, L. A. Venger, and G. A. Tsukerman, as well as parental surveys and observations of children’s behavior in natural communicative situations. The experimental part of the study was conducted in KHKP "Nursery-Kindergarten No. 179" and No. 67 in Almaty, covering 30 preschoolers in senior groups. The results confirmed a significant increase in the level of communicative skills among preschoolers after the introduction of gaming technologies. The number of children with a high level of speech activity increased, while the proportion of children with a low level decreased more than three times. Data analysis revealed the high efficiency of role-playing and theatrical games, as well as the impact of the educational environment and parental involvement on children's communication development. The findings emphasize the need to integrate gaming methodologies into preschool education and further explore the impact of digital technologies on communicative skill formation.